Frustrations in the Gym The purpose of this assignment is to examine ethical issues for professionals
Frustrations in the Gym
The purpose of this assignment is to examine ethical issues for professionals working in exercise psychology, rehabilitation, and in other professions related to physical activity as a means for maintaining individual health and well-being. Ethical principles and guidelines, previously discussed, will be applied to these various environments for critical analysis and discussion. Despite the differences in environments, the ethical situations exercise psychology professionals face, often, fall within the same parameters as those of other helping professions.
For this assignment, first, read the following article from the Argosy University online library resources:
Pauline, J., Pauline, G., Johnson, S., & Gamble, K. (2006). Ethical issues in exercise psychology. Ethics & Behavior, 16(1), 61–76.
Now, answer the following questions:
- Are issues of competency and training more complex for exercise psychology professionals than for applied sport psychology professionals?
- What ethical dilemmas are unique to the relationship between a client and an exercise psychology professional? Are there distinct differences in this relationship compared to a relationship between a client and a sport psychology professional?
Answer each question in 200–300 words. Your response should be in Microsoft Word document format. Name the file SP6300_M4_A1_LastName_FirstInitial.doc and submit it to the appropriate Discussion Area by the due date assigned.
Through the end of the module, comment on the posts of two of your peers. In your reviews, check whether the answers given to the second question support their answers to the first one. Discuss any inconsistencies or similarities in your classmates’ answers. All written assignments and responses should follow APA rules for attributing sources.
Assignment 1 Grading CriteriaMaximum PointsIdentified and described the differences in competency and training issues for exercise psychology professionals as compared to applied sport psychology professionals.8Analyzed and described the ethical dilemmas unique to exercise psychology professionals.8Compared the relationship between a client and an exercise psychology professional with that of the relationship between a client and a sport psychology professional.8Reviewed the posts of at least two peers and pointed out any inconsistencies and similarities.8Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.4Total:36
Ethical Issues in Exercise Psychology
Jeffrey S. Pauline, Gina A. Pauline, Scott R. Johnson,
and Kelly M. Gamble
School of Physical Education, Sport, and Exercise Science
Ball State University
Exercise psychology encompasses the disciplines of psychiatry, clinical and counseling
psychology, health promotion, and themovement sciences. This emerging field involves
diverse mental health issues, theories, and general information related to physical
activity and exercise. Numerous research investigations across the past 20 years
have shown both physical and psychological benefits from physical activity and exercise.
Exercise psychology offersmany opportunities for growth while positively influencing
the mental and physical health of individuals, communities, and society.However,
the exercise psychology literature has not addressed ethical issues or dilemmas
faced by mental health professionals providing exercise psychology services. This initial
discussion of ethical issues in exercise psychology is an important step in continuing
tomove the fieldforward. Specifically, this article will address theemergenceof exercise
psychology and current health behaviors and offer an overview of ethics and
ethical issues, education/training and professional competency, cultural and ethnic diversity,
multiple-role relationships and conflicts of interest, dependency issues, confidentiality
and recording keeping, and advertisement and self-promotion.
Keywords: ethics, exercise psychology, sport psychology
The emerging field of exercise psychology consists of diverse mental health issues,
theories, and general information related to physical activity and exercise. Exercise
psychology encompasses approaches from the fields of psychiatry, clinical
and counseling psychology, health promotion, and the movement sciences (Buckworth
& Dishman, 2002a). The establishment of optimal mental health with
nonclinical, clinical, and population based settings is often the primary focal point
of exercise psychology practitioners. Physical activity is viewed as a treatment
ETHICS & BEHAVIOR, 16(1), 61–76
Copyright © 2006, Lawrence Erlbaum Associates, Inc.
Correspondence should be addressed to Jeffrey S. Pauline, School of Physical Education, Sport,
and Exercise Science, Ball State University, Muncie, IN 47306-0270. E-mail: firstname.lastname@example.org
modality for mood alteration, management of psychopathology and stress, and enhanced
self-worth. Exercise psychology practitioners also focus on factors related
to exercise program characteristics that influence exercise adoption and adherence
for individuals, groups, and communities (Berger, Pargman, & Weinberg, 2002).
The field of exercise psychology and consulting has many opportunities for
growth. Potential employment opportunities can be found in the areas of colleges
and universities, management of corporate fitness programs, counseling in physical
rehabilitation clinics, and individual consultation with a diverse clientele. The
effectiveness of exercise practitioners or consultants is often dependent on their
ability to develop a collaborative relationship with their clients and other
When consulting with exercisers and/or incorporating exercise into a traditional
treatment plan, mental health practitioners may feel as if they are treading in uncharted
waters due to some of the unique consultation circumstances and settings
in the exercise environment. Until now, the literature has not directly addressed
ethical issues or dilemmas related to providing exercise adherence counseling services
or including exercise as a component of a traditional treatment plan. The
heightened media attention and rising mental health care costs have increased the
allocation of funding by federal agencies (i.e., National Institutes of Health) to enhance
physical activity patterns. Therefore, the need and opportunity for practitioners
to assist with exercise adoption and maintenance is only going to increase
over the next decade as we continue to search for alternative treatment options to
fight physical health problems (e.g., obesity) and mental health issues. With this
increased opportunity and demand, the need to provide proper guidance to practitioners
implementing exercise as a component of therapy must be examined.
Thus, the remainder of this article will focus on selected ethical issues and potential
ethical dilemmas facing mental health professionals who provide exercise
adherence consultations and/or include exercise as a component of counseling or
therapy. Specifically, this article will address the emergence of exercise psychology
and current health behaviors, an overviewof ethics and professional resources,
education/training and professional competency, cultural and ethnic diversity,
multiple-role relationships and conflicts of interest, dependency issues, confidentiality
and recording keeping, and advertisement and self-promotion. In conclusion,
future issues and opportunities related to the field of exercise psychology will
EMERGENCE OF EXERCISE PSYCHOLOGY
AND CURRENT HEALTH BEHAVIORS
The emergence of exercise psychology is due to the decline in lifestyle and behavioral
choices. In America today, choosing desirable health behaviors such as regu-
62 PAULINE, PAULINE, JOHNSON, GAMBLE
lar physical activity and a healthy diet are not typically practiced to the degree they
should be. According to the U.S. Department of Health and Human Services
(USDHHS; 2000) Healthy People 2010 report, only 22% of adults in the United
States engage in moderate physical activity for 30 min five or more times a week,
whereas nearly 25% of the population is completely sedentary. Furthermore, when
people do attempt to modify a lifestyle behavior by, for example, increasing physical
activity, many are unable to maintain the adapted behavior. The physical activity
adherence research reports dropout rates up to 50% within the first 6 months of
the start of an exercise regimen (Dishman, 1988).
The cause for weight gain in Americans has been clearly identified. Simply put,
we are eating more and exercising less than ever before. Americans are eating
approximately 15% more calories than in previous years (Putnam, Kantor, &
Allshouse, 2000). Combine the increased caloric consumption with the previously
mentioned physical activity patterns and you have a formula for weight gain for a
large segment of our society.
Based on the aforementioned statistics and data regarding obesity, diet, and
physical inactivity, the outlook may appear bleak. However, there is hope due to
the development of effective behavioral and cognitively based intervention strategies
to assist individuals with the adoption and maintenance of more active lifestyles
(Buckworth & Dishman, 2002b). Currently, there is an abundance of literature
indicating that the adoption of a more active lifestyle will enhance mental
well-being (reduce depression and anxiety and enhance self-esteem) while decreasing
the likelihood of developing obesity and other risk factors (i.e., high blood
pressure and cholesterol) for chronic diseases such as cardiovascular disease and
cancer (USDHHS, 1996). Furthermore, the literature clearly indicates that an individual
does not have to be an athlete or exercise vigorously to engage in beneficial
exercise (Public Health Service, 2001). The American College of Sports Medicine
(ACSM; 2000) training guidelines for physical fitness and exercise performance
recommends for aerobic activities 3 to 5 days per week of moderate-intensity exercise
for 20 to 60 min (in at least 10-min sessions) and weight training that includes
one or more sets of 8 to 12 repetitions of 8 to 10 exercises at least 2 days a week.
Interestingly, many practitioners are utilizing exercise as a therapeutic modality
to improve traditional psychological services. Hays (1999) indicated that exercise
can be utilized to cope with clinical issues (e.g., depression, anxiety, and weight
management), issues of daily living, and improving self-care. Exercise psychology
research supports the use of exercise as a treatment modality for both clinical and
nonclinical clients (Buckworth & Dishman, 2002a). Based on the well documented
physical and psychological benefits of exercise, psychologists and counselors
need to be aware of the benefits that can be gained by adding exercise to a
traditional treatment plan. However, due to issues pertaining to ethical dilemmas
and/or competency, some practitioners may believe it is unethical to include exercise
as part of a treatment plan despite the literature supporting its use.
ETHICAL ISSUES IN EXERCISE PSYCHOLOGY 63
For most people physical activity poses minimal risks. However, it is important
that all clients, regardless of ethnic or cultural background, obtain physician approval
to begin an exercise regimen. In addition to the physician approval, conservative
therapists desiring to add exercise to treatment should also have their clients
complete the Physical Activity Readiness Questionnaire (PAR-Q; British
Columbia Ministry of Health, 1978). The PAR-Q is designed to identify adults
who may not be suited to participate in physical activity due to various physical
ETHICS OVERVIEW AND PROFESSIONAL RESOURCES
The purpose of an ethics code is to provide guidance and governance for a profession’s
members in working settings. An ethics code provides integrity to a profession,
professional values and standards, and fosters public trust through the establishment
of high standards (Fisher, 2003). It should be noted that no code of
conduct or set of ethical guidelines can account for all possible situations or ethical
dilemmas. Ethical codes are developed from the current values and beliefs in society
as related to a profession. These values and beliefs, as well as common professional
practices, can and do change with the passing of time due to numerous factors,
making it necessary for ethical codes and standards to also change.
The American Psychological Association (APA; 2002) ethics code is a well developed
and ever-evolving document that provides ethical principles and codes of
conduct to govern and guide its membership. In contrast, the Association for the
Advancement of Applied Sport Psychology’s (AAASP; 1994) ethical code is derived
from the APA’s (1992) ethics code and has not been updated since its inception.
It is designed to address issues specific to sport and exercise psychology
work. There are differences between APA and AAASP ethical principles and
codes. Those differences will be discussed later as they relate to exercise consultations.
Whelan, Meyer, and Elkin (2002) provided a detailed discussion of the
AAASP principles and ethical standards and serve as a good reference for a sport
and exercise psychology practitioner preparing to be or currently involved with
sport psychology consulting or exercise adherence counseling. Fisher (2003) and
Bernstein and Hartsell (2004) also serve as good sources for both general practitioners
and exercise consultants.
The ACSM is recognized by health professionals throughout the world as the
leading organization and authority on health and fitness. The ACSM’s primary focus
is to advance health through science, medicine, and education. Furthermore,
the ACSM (2003) has established a code of ethics with the principal purpose of
“generation and dissemination of knowledge concerning all aspects of persons en-
64 PAULINE, PAULINE, JOHNSON, GAMBLE
gaged in exercise with the full respect for the dignity of people” (¶ 1). To achieve
its principal purpose, the ACSM (2003) established the following four sections:
1. Members should strive continuously to improve knowledge and skill and make available to
their colleagues and the public the benefits of their professional expertise.
2. Members should maintain high professional and scientific standards and should not voluntarily
collaborate professionally with anyone who violates this principle.
3. The College, and its members, should safeguard the public and itself against members who
are deficient in ethical conduct.
4. The ideals of the College imply that the responsibilities of each Fellow or member extend not
only to the individual, but also to society with the purpose of improving both the health and
well-being of the individual and the community. (¶ 1)
Therefore, the ACSM is an excellent resource for mental health professionals to
consult for guidance concerning issues related to exercise, health, and fitness.
EDUCATION/TRAINING AND PROFESSIONAL
The field of exercise psychology is a merger between psychology and exercise or
movement science. Individuals specializing in either of these areas will have different
competencies and thus the ability to practice with different populations.
Most professionals recognize the value of having individuals in the field from both
backgrounds due to the uniqueness of their training. The APA (2002) ethics code
specifies that in emerging areas such as exercise psychology practitioners should
“take reasonable steps to ensure the competence of their work and to protect clients/
patients, students, supervisees, research participants, organizational clients,
and others from harm” (p. 5).
The ideal training for exercise therapists or consultants is an ongoing debate.
The two primary sources of training for exercise practitioners are (a) psychology
(i.e., counseling or clinical psychology) and (b) the movement sciences (i.e.,
kinesiology or exercise physiology). As previously mentioned, psychology and
movement sciences have been meshed together to form the discipline of exercise
psychology. However, these two disciplines are indeed separate and pose a complex
issue concerning training. Training for exercise practitioners is complex due
to licensure. Clearly, to refer to oneself as a “psychologist,” an individual must satisfy
the state requirements for licensure within the state in which he or she works.
Most people trained in the movement sciences can specialize in exercise psychology
but will likely not be able to meet the requirements for psychology licensure.
Thus, practitioners can not ethically refer to themselves as “exercise psychologists”
because they will not be licensed as psychologists within their state of em-
ETHICAL ISSUES IN EXERCISE PSYCHOLOGY 65
ployment. Likewise, licensed psychologists with limited or no training in the
movement sciences should not ethically refer to themselves as “exercise psychologists”
because of a lack of proper training in exercise science.
Education and training from both exercise or movement science and psychology
is a necessity for scholar–practitioners in the field of exercise psychology. Due
to the interdisciplinary nature of exercise psychology, students will most likely
need to create an individualized plan of study suited to meet their future goals and
career objectives by combining courses from traditional psychology, sport sciences,
and sport and exercise psychology. In 1991, AAASP established certification
criteria for becoming a certified consultant of AAASP. The interdisciplinary
requirements of AAASP certification require coursework and practicum guidelines
for students who desire or specialize in applied sport or exercise psychology
(Sacks, Burke, & Schrader, 2001). The requirements appear adequate and are necessary
but reflect only minimal foundational training. AAASP certification requirements
should not be viewed as sufficient training to become an effective exercise
consultant. Furthermore, the attainment of AAASP certification requirements
does not permit an individual to ethically use the title “exercise psychologist.”
The following is a recommendation of minimal interdisciplinary coursework
based on most state licensure requirements and AAASP certification, to be competent
to do specialized consultation in exercise psychology. This recommendation is
not a comprehensive list intended to address every possible career aspiration
within exercise psychology, but it can provide some initial guidance. The interdisciplinary
coursework should focus on the areas of psychology, sport science, and
sport psychology. The exercise psychology curriculum should include
1. Traditional psychology courses such as human growth and development;
biological, social, and cultural bases of behavior; counseling skills;
psychopathology; individual and group behavior; psychological assessment;
cognitive–affective bases of behavior; professional ethics and standards;
statistics; and research design.
2. Sport science courses should incorporate biomechanical and physiological
bases of sport, motor development, motor learning, fitness assessment,
fundamentals of strength and conditioning, aerobic and weight training,
and sport nutrition.
3. Last, sport psychology, performance enhancement, exercise psychology,
health psychology, and social aspects of sport and physical activity should
In addition to formal coursework, practical experience (i.e., internships and/or
practicum) focused on the application of psychological principles, theories, and
practices in the exercise setting is also a necessity. The practical experience must
be supervised by a qualified specialist (e.g., licensed psychologist, licensed mental
66 PAULINE, PAULINE, JOHNSON, GAMBLE
health practitioner, or certified consultant of AAASP) within the field of exercise
psychology. The aforementioned curriculum and practical training seems to provide
the necessary education for mental health professionals regarding the physical
and psychological benefits of exercise.
Nevertheless, this initial, formal coursework and applied experience is not in
and of itself enough to allow one to practice ethically throughout his or her career.
Maintaining professional competence through continuing professional education
is extremely important in any field, including exercise psychology. The scientific
and professional knowledge base of psychology and exercise/movement science is
continually evolving, bringing with it new research methodologies, assessment
procedures, and forms of service delivery. Life-long learning is fundamental to ensure
that teaching, research, and practice have an ongoing positive impact on those
desiring services (Bickham, 1998). Both APA and AAASP provide a variety of opportunities
and methods for scholars and practitioners to maintain professional
competency. Some of these methods include independent study, continuing education
courses or workshops, supervision, and formal postdegree coursework.
Maintaining professional competency is also an important ethical requirement
that is valued highly by the APA, the AAASP, and the ACSM. Over 96% of
AAASP professionals recently surveyed by Etzel, Watson, and Zizzi (2004) believed
that it is important to maintain professional competency through continuing
education training. This very high percentage is a clear indication of the value
AAASP members place on maintaining professional competency. Maintaining
professional competence through continuing professional education ensures that
the scholars and practitioners in the field of exercise psychology are providing the
most current services to their clients.
CULTURAL AND ETHNIC DIVERSITY
The ethical standards of the APA (2002) and the AAASP (1994) clearly indicate
the importance of recognizing that human differences such as age, gender, and ethnicity
do exist and can significantly impact a practitioner’s work. The standards
emphasize the responsibility to develop the skills required to be competent to work
with a specific population or to be able to make an appropriate referral. The importance
of understanding the culture and background of a variety of populations is vitally
important in both exercise and therapeutic settings.
Research indicates high rates of obesity and inactivity among women and minority
groups. About 33.4% of all women are obese, compared to 27.5% of men
(Goldsmith, 2004). The age-adjusted prevalence of overweight and obesity in racial/
ethnic minorities, especially minority women, is generally higher than in
Whites in the United States (Flegal, Carroll, Ogden, & Johnson, 2002). More specifically,
among women, non-Hispanic White women have the lowest occurrence
ETHICAL ISSUES IN EXERCISE PSYCHOLOGY 67
(30.7%) of obesity, non-Hispanic Black women have the highest (49.0%), and
Mexican American women are in the middle (38.4%; Hedley et al., 2004).
The importance of cultural sensitivity and awareness is clearly underscored by
the aforementioned data. Barriers to exercise adherence are often directly or indirectly
related to personal and cultural factors. Therefore, when working in the area
of exercise consulting, a practitioner needs to consider the impact, positive and
negative, of factors associated with gender, ethnicity, socioeconomic status, and
other potentially relevant culturally based factors.
In traditional counseling and clinical settings, the impact of factors associated
with gender, ethnicity, and culture is also highly relevant for successful outcomes.
In 1972, the Association of Multicultural Counseling and Development (AMCD),
was established to assist with recognizing the assets of culture and ethnicity, and
other social identities and to address concerns about ethical practice (Arredondo&
Toporek, 2004, p. 45). These factors are also pertinent for practitioners who desire
to include exercise as a component of treatment. A series of essential questions to
address prior to prescribing exercise as a therapeutic modality include: Is exercise
valued in the culture and/or by the client? What is the prior exercise history of the
client? What types of social support are available to assist the client with exercise
adherence? Does the client’s culture create any additional barriers for adherence
for exercise and traditional treatment?
AND CONFLICTS OF INTEREST
Multiple-role relationships are often viewed as occurring when the therapeutic
connection has moved toward a friendship relationship (Bernstein & Hartsell,
2004). Multiple-role conflicts in therapy and consultations for exercise adherence
may be encountered when clear boundaries have not been established. When the
relationship boundary between the professional and client becomes clouded, the
likelihood of multiple-role conflicts greatly increases. Every practitioner needs to
maintain ethically proper professional boundaries. Establishing and maintaining
such boundaries can be difficult due to the casual atmosphere that surrounds the
exercise environment. The casual environment is created by the type of clothing
worn during exercise, music being played, and the social atmosphere of many exercise
and rehabilitation facilities.
A first step in maintaining appropriate boundaries is to establish a common protocol
when communicating with all new clients. Instead of using first names,
which seems to be a more common custom, it might be helpful to be consistent
with the practice of referring to clients by last name and title (Miss, Ms., Mrs., and
Mr. Brown). This practice encourages clients to maintain a distance from the
68 PAULINE, PAULINE, JOHNSON, GAMBLE
Maintaining this distance becomes even more difficult when exercising with
clients. Exercising together can be a great vehicle for building rapport and developing
communication between practitioner and client. Conversely, exercising with
clients may cloud the boundaries and thus cause some confusion or ambiguity regarding
the nature of the relationship between client and practitioner. There are no
current guidelines and/or laws relative to this specific situation. However, both the
APA (2002) and AAASP (1994) ethic codes indicate that multiple roles can be inappropriate
and unethical if handled in the wrong way and need to be maintained
with great caution. Clarifying the nature of the relationship during the intake and
informed consent process, prior to exercising with the client, is of primary importance.
It is the practitioner’s ethical responsibility to have a candid discussion with
the client that clearly defines a therapeutic relationship and the limitations concerning
nontherapeutic personal contact. For example, personal contacts such as
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